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Review Open access Aug 2026

REFLECTIONS ON GIFTEDNESS AND HIGH ABILITIES: CONCEPTS, PROPOSALS IN THE LITERATURE AND NEW EDUCATIONAL POLICIES

This literature review addresses pedagogical practices aimed at meeting the educational needs of gifted/high-ability students, connecting classical contributions in the field with recent changes in Brazilian educational policy. The objective is to discuss concepts, characteristics and educational strategies and to examine them in light of the National Policy on Inclusive Special Education, established by Decree No. 12,686/2025 and updated by Decree No. 12,773/2025, and the National Policy for Gifted or High-Ability Students, established by Law No. 15,436/2026. Methodologically, this is a qualitative narrative review based on the authors and normative documents mobilized in the study. Identification, curricular enrichment and differentiation, acceleration, creativity, critical thinking, autonomy and socio-emotional development were examined. The analysis indicates continuity between part of the literature and recent policies, particularly regarding the supplementary nature of specialized educational services, curricular flexibility and teacher education, while also revealing new challenges concerning educational identification, individualized planning, twice-exceptionality, the national registry and reference centers. It is concluded that educational provision for gifted/high-ability students requires articulation between recognition of singularities, rights guarantees and institutional conditions capable of transforming potential into effective opportunities for learning and development.

Edinaldo Fideles da Silva, Rute Léia Augusta da Silva, Rúbria de Cássia Magalhaes e Silva et al. · 0 citations
Review Open access Sep 2026

Integrating socio-emotional learning and human dignity (Karamah Insaniah) in Malay language education: a Systematic Literature Review

This systematic literature review examines the integration of socioemotional learning and character education within language education contexts, with particular reference to Malay Language instruction. Grounded in the broader aim of holistic education, the review synthesises recent scholarly works to identify key pedagogical approaches, implementation challenges, and assessment issues related to the cultivation of emotional, moral, and social competencies. Guided by a systematic review protocol following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, selected studies published between 2018 and 2024 were analysed thematically to identify recurring patterns across curriculum design, instructional practices, and teacher-related factors. The findings indicate that language education, especially through literary engagement and communicative activities, provides a meaningful platform for fostering socioemotional awareness and character development. However, the review also highlights persistent challenges, including examination-oriented instructional practices, limited teacher preparedness, and the absence of robust assessment frameworks for affective learning outcomes. These findings suggest that effective integration of socioemotional learning and character education requires coherent pedagogical alignment, sustained teacher professional development, and context-sensitive assessment practices. Although the review draws primarily on studies within a specific national context, the insights generated may inform language education practices in other multilingual and multicultural educational settings.

Ezzah ‘Afifah Nasrudin, Mohamad Suhaizi Suhaimi, Norizan Mohd Razali et al. · 0 citations
Review Open access Jul 2026

Approaches to Identifying STEM Talent in K-12 Gifted Education: A Systematic Review

In the era of digital transformation and artificial intelligence, strengthening STEM education is indispensable to technological innovation and social progress. However, the scarcity of effective strategies and empirical evidence for the early identification of STEM-gifted learners constitutes a critical research gap. This study employed a systematic review approach to synthesize existing identification strategies for K-12 STEM-talent learners. Following the PRISMA framework, 26 peer-reviewed empirical and review articles were retrieved and analyzed from nine databases. Findings revealed that the majority of studies originated in the United States, peaked in 2018, and predominantly comprised empirical designs targeting high school students. Identification methods demonstrated an observed shift from holistic to more individualized approaches, encompassing intelligence and spatial ability testing, academic achievement measures, creativity and problem-solving assessments, portfolio evaluations, subject-specific competitions, and teacher or parent recommendations. Cognitive reasoning, creativity, spatial ability, and problem-solving emerged as core indicators, whereas socioeconomic status, cultural background, teacher and parental support, and gender expectations significantly influenced identification processes and talent development. Future research should empirically validate existing identification framework, account for cross-cultural variability, and examine the longitudinal efficacy of emerging artificial intelligence applications. This review synthesizes existing scholarship on K-12 STEM talent identification and delivers evidence-based recommendations to refine identification and assessment frameworks across diverse educational contexts.

Jiaqi Tang, Huichao Bi, Jun Wei · 0 citations
Review Open access Aug 2026

Need-supportive educational contexts during cultural transitions

International students’ adaptation has become a central focus in global higher education, yet related research remains fragmented across disciplines. This systematic review, guided by Self-Determination Theory (SDT), synthesizes empirical studies published between 2010 and 2024 that examine how international students’ basic psychological needs for autonomy, competence, and relatedness affect their academic adjustment, motivation, and well-being. Following PRISMA guidelines, 35 peer-reviewed studies indicate that challenges related to language, academics, and institutional navigation frequently undermine students’ sense of competence, constrain relatedness, and increase isolation. Across studies, the fulfillment of basic psychological needs consistently predicts greater academic persistence, improved mental health, and more successful cultural and educational adjustment. Nevertheless, the literature remains theoretically fragmented, with limited integration of SDT and cross-cultural perspectives. This review proposes a conceptual model demonstrating how institutional practices and classroom environments interact with SDT needs to shape international students’ learning trajectories and outlines implications for future research.

Yingjing Zhao, Jill D. Salisbury-Glennon · 0 citations
Review Open access Jul 2026

Leadership experiences of gifted students: A meta-synthesis of qualitative studies

This study employs a meta-synthesis method to holistically analyze qualitative research on the leadership experiences of gifted students from a multidimensional perspective. It examines approaches to leadership’s nature, its conceptualization, students’ experiences, conditions for emergence, limiting factors, and development recommendations. Following a systematic literature review across three databases (Scopus, Web of Science, and ProQuest Dissertations & Theses) and the preferred reporting items for systematic reviews and meta-analyses process, five qualitative studies were included, reflecting an inclusion rate of just 0.48% that underscores the scarcity of qualitative research in this area. Thematic coding, cross-case, and interpretive synthesis were used for analysis. Findings reveal leadership is shaped by social-emotional skills, identity, culture, and educational opportunities, not just cognitive ability. Experiences oscillate between empowerment and vulnerability. While academic achievement, responsibility, and self-efficacy support leadership, its development is limited by low self-confidence, social anxiety, teacher expectations, inequality, and prejudice. Minority students particularly experience a pronounced burden of representation and invisibility. Fostering leadership in gifted students requires a multidimensional program integrating individual potential, social interaction, pedagogy, and cultural context. Theoretically, the synthesis extends developmental and relational models of leadership to the field of gifted education, showing that leadership talent is best understood not as a fixed individual trait but as a capacity co-constructed at the intersection of cognitive potential, social-emotional development, identity, and cultural context.

Deniz Görgülü · 0 citations
Review Open access Aug 2026

Conceptualizing Digital Education for Sustainable and Equitable Face-to-Face Schooling: A Systematic Review

The integration of Information and Communication Technologies (ICT) into face-to-face compulsory education has accelerated globally, but the conceptual definition and pedagogical application of Digital Education (DE) remain unclear. This systematic review explores how DE is defined, implemented, and assessed in in-person primary and secondary school settings. Guided by PRISMA methodology, 33 peer-reviewed empirical studies published between January 2012 and June 2025 were selected from Scopus and Web of Science, and through reference checking. Methodological quality and potential sources of bias were appraised using the Mixed Methods Appraisal Tool (MMAT), and that appraisal informed the interpretation of the evidence. The results indicate significant ambiguity surrounding the term DE, which is often conflated with ICT use or digital competence. While many studies report positive outcomes in student engagement and basic skill acquisition, few articulate clear operational frameworks or pedagogical strategies for effective implementation. DE is predominantly applied to low-cognitive-demand tasks and is underused in promoting deeper learning. Key barriers include insufficient teacher training, fragmented educational policies, and infrastructural limitations. Nonetheless, when digital tools are intentionally combined with pedagogical goals—such as personalized instruction, learner autonomy, and content creation—DE demonstrates potential to improve motivation and support achievement. The findings suggest that well-designed DE can contribute to educational sustainability by strengthening learning opportunities, supporting equity and inclusion, and advancing Sustainable Development Goal 4 (Quality Education), but they also highlight the need for coherent policies, teacher training, and equitable access to digital resources.

Héctor Martínez García, Marta Rubio Gómez-Cadiñanos, T. García et al. · 0 citations